2. According to Hauglandif computers are not fully integrated into the overall curriculum, they can actually negatively impact children’s creativity. To integrate computers effectively, these steps must occur:
3. Create a support team that includes people knowledgeable of technology, and people who understand developmentally appropriate practice; administrators, teachers, and technolgoy expert.
4. Its very important to select developmentally appropriate software; software that is age appropriate. Do carefully evaluate all software, both for developmental appropriateness, and for nonsexist, nonracist, nonstereotypical, and nonviolent material. Of the software evaluated by Haugland (2000), only 25% of the titles reviewed were considered acceptable. Use the Haugland Developmental Software Scale to evaluate software. (Haugland, 1997). Do not accept software brought from home without a similar evaluation
7. Provide adequate and periodic staff training, both on the use of computers, and on ways of integrating the computers into the curriculum.
8. Integrate computer resources in the classroom. The use of computers in a fully integrated classroom is endless. Software can be used to create books, with dictated tests and illustrations; photos of children and the community can be taken with digital cameras and then combined with text and pictures to create journals, biographies, wall newspapers, school/home communications, and neighborhood documents. Older children can use scanners, font selection, and various graphics application, to develop power-point presentations to show the rest of the class and parent gatherings. And, of course, Internet sites can be accessed to do research on almost all topics. There are also wonderful opportunities for correspondence activities with children throughout the world.
9. In most early childhood programs and schools, technology will be part of the learning landscape of the future. Further, the technology must be fully integrated with the program’s educational goals and objectives. And, it is critical that computers do not drain critical resources from other essential instruction - both material and staff training - and that they don’t become an agent or excuse for the early childhood field to retreat from our commitment to educate the whole child in developmentally appropriate ways. Finally, we must continually strive to use technology in ways where it is particularly powerful: individualizing, addressing learning disabilities and different learning styles, and bringing the world into the classroom.
10. Refrences Haugland, S. W. (1999). What role should technology play in young children’s learning? Young Children, 54 (9), 26- 30). Wardle, F. (1999). The role of technolgoy in earlychilhoodprogams. Children and Families, 13 (3), 66.
